Context of Lesson:
This class is after a class on polar and nonpolar bonds. In the last class the students were introduced to some forces in molecules and to dipole moments. In this class the students will go into more depth and learn about some new intermolecular forces.
Opportunities to Learn: Depth of Knowledge:
Level 1
Label a molecules bases on what types of intermolecular forces it contains.
Level 2
Compare the strength of intermolecular forces to ionic and covalent bonds.
Level 3
Differentiate between the different intermolecular forces.
Prerequisite Knowledge:
Bonding
Atomic Structure
Molecular geometry
Plans for Differentiating Instruction:
During this class I will be presenting a lot of information in a short period of time. This is because over the next to days the students will be working on a SAM activity which will put emphasis on some of the important aspects of the topic. During this class I will be showing illustrations of the different forces so that the visual learners will be able to see what is happening.
Accommodations and modifications:
The assessment for this concept will be the SAM activity which the students will do online and write answer to questions. I will adjust my grading rubric to help the students who are struggling.
Environmental factors:
The students will be sitting in their normal groups.
Are you really teaching that dipole-attraction is magnetic???
Would it be useful here to borrow the electrostatic demos, e.g. van de graf generator and wool/plastic rods to demonstrate the effects of objects w/ electrical charge imbalances? What about allowing a water stream be deflected by a spoon? Your lesson needs some nature.
Objectives:
The students will evaluate the strength of intermolecular forces compared to the strength of ionic and covalent bonds.
The students will differentiate between the different intermolecular forces.
The students will label a molecules bases on what types of intermolecular forces it contains.
Instruction: Opening:
Recap yesterdays class.
Talked about polar and nonpolar bonds.
Touched upon Dipole moments which we will look at in more detail.
Engagement:
Powerpoint.
Intermolecular forces.
Any idea what that means?
Hint: inter-
Forces between molecules.
Van der Waals Forces
Very weak forces
Dipole interactions.
We learned about dipoles, what do you think these are?
Lead students to define the term.
Reactions of a dipole in one molecule with a dipole in another molecule.
Dispersion forces.
The weakest intermolecular force.
The proximity of electrons to one side of a bond can change the arrangement of the electrons in the next molecule creating slightly polar reactions.
Hydrogen Bonds
What do you think a hydrogen bond is?
Bond between hydrogen and what?
This is a very strong dipole interaction.
Example.
Water.
Illustrate how a water molecule can have many hydrogen bonds.
What effects does this have?
Surface tension.
Holds the molecules together.
Closure:
In this class we learned about some intermolecular forces and connected them to what we already knew about dipole moments.
Next class we will work on a SAM activity.
Assessment:
This will be assessed through the completion of the SAM activity.
Lesson Plan
Lesson Title: Intermolecular Forces
State Standards: (GLEs/GSEs)
GSE - PS1 (9-11) - 4
National Standards:
Context of Lesson:
This class is after a class on polar and nonpolar bonds. In the last class the students were introduced to some forces in molecules and to dipole moments. In this class the students will go into more depth and learn about some new intermolecular forces.
Opportunities to Learn:
Depth of Knowledge:
Prerequisite Knowledge:
Plans for Differentiating Instruction:
During this class I will be presenting a lot of information in a short period of time. This is because over the next to days the students will be working on a SAM activity which will put emphasis on some of the important aspects of the topic. During this class I will be showing illustrations of the different forces so that the visual learners will be able to see what is happening.
Accommodations and modifications:
The assessment for this concept will be the SAM activity which the students will do online and write answer to questions. I will adjust my grading rubric to help the students who are struggling.
Environmental factors:
The students will be sitting in their normal groups.
Materials:
Would it be useful here to borrow the electrostatic demos, e.g. van de graf generator and wool/plastic rods to demonstrate the effects of objects w/ electrical charge imbalances? What about allowing a water stream be deflected by a spoon? Your lesson needs some nature.
Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
This will be assessed through the completion of the SAM activity.
Reflections:
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: